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Child Psychology 

BY 

J. C. F. GRUMBINE 



Ch 




ogy 



6s^ 



By jfcf'F, GRUMBINE 



A SPIRITUAL HELP TO MOTHERS AND FATHERS 

WHO ARE SOLICITOUS OF THEIR 

CHILDREN'S FUTURE 

AND DESTINY 



(Copyrighted) 



THE ORDER OF THE WHITE ROSE 
CLEVELAND, OHIO 






Copyrighted, 1921 



JAN 24 1922 
©n!.A654358 



"^ i- 



I 



FOREWORD 

A child is a potential god — in a real, true 
sense. How many parents realize this tremen- 
dous fact? What are we doing to help the child 
to unfold and express its divinity? These les- 
sons, I trust, may be as a sunbeam thrown over 
the doubtful shadowy part of the child's life and 
assist both parents and children to make the 
most and best of themselves and put the most 
and best of themselves into their tasks. 



A CHILD'S PRAYER 

Noiv I lay me down to sleep, 

I knoiv that God ivill vigil keep. 

I ask to be well, strong and true; 
To wisely think and nobly do; 

To see in everything that lives 
The loving life the Father gives. 

I know that if I live in Him 

ril conquer fear and pain and sin. 



LESSON I. 
God 




There is one supreme Being, called God. God 
means the Good. Wherever anyone finds unself- 
ish love and goodness ; that is God manifest. To 
be God-like — that is gods, we must be loving and 
good. 

God's Children 

All boys and girls are Divine, that is gods, 
because they share God's nature. When they 
are unselfish, loving, good, kind, thoughtful, 
obedient, helpful to others, they are manifesting 
God. 

A Child's Will 

Each one has a will. It makes us think, walk, 
do things, act. To think and feel and act obe- 
dient to the good — that is, the will or law of 
God, is to make the best use of our wills. 

A Child's Mind 

All children think, know and understand. To 
always think, know and understand the truth is 
to think, know and understand as God. Truth 
is divine thinkinp: and is good. 



6 CHILD PSYCHOLOGY 

A Child's Heart 

All children love. God is love, and when they 
love as God loves, they are always sweet, kind, 
good, and unselfish to others, and always try to 
make them happy. They never get cross, angry, 
unkind or disobedient. 



LESSON 11. 
A Child's Life 

Each boy or girl must expect to find their life 
happy or unhappy as they manifest good or evil 
in their life. Evil is the opposite of good and 
brings unhappiness in the life. Life is like a 
^river or an ocean. It begins as do the rivers and 
oceans, in little drops of rain or water and these 
little drops of water make the river and ocean. 
So our thoughts, feelings and actions make our 
life what it is. Some rivers are da/k and are 
called black because certain minerals discolor or 
taint the water. Thoughts and feelings can 
make our life, dark and black. Truth and good 
make our thoughts and feelings perfect, so our 
life will be pure and happy. 

There is a fish called an ink fish. He throws 
from his body a black substance which looks 
like ink, which blackens the water about him. So 
we can put into our life thoughts which disclose 
our life— and it is sad when naughty boys and 
girls do not see just the black effects of their 
naughtiness on their life. However, good boys 
and girls know that unclean, soiled linen must 
be laundried to become white, so they are care- 
ful to think only truthful, good thoughts in order 
to keep their lives white as sunlight. 



8 CHILD PSYCHOLOGY 

A Child's Work 

Each boy and girl has a woi'k to do. It is 
best to work because in work one finds what he 
likes best. Some grown up boys and girls still 
find it hard to work, because they failed to learn 
through work what their kind of work really 
was. They hated to work, and hate blinds the 
mind to God's design and what each one should 
do. If one worked at wood, metal, tools, farm- 
ing, teaching, one would soon learn what kind of 
work he liked best. Any boy or girl can change 
his work as often as he pleases, but when once 
he learns what his real work is, what he was 
born to do, then he is satisfied and goes on in 
that work until he perfects himself in his work. 
He becomes the best inventor, musician, artist, 
farmer, teacher, mechanic, lawyer, physician, etc. 

The object of work is to make a boy or girl 
useful and to develop his character through his 
intelligence and affections. To do perfect work 
we must love what we do. If we love what we 
do, we succeed. 

God, the good, designs that each boy or girl 
does his paiiicular work. Some do a work at 
twelve years, which is only preparatory to what 
they will do at thirty. Work is like the blossom 



CHILD PSYCHOLOGY 9 

of a tree, when compared to the fruit. The apple 
blossom does not look like the apple, and yet 
the blossom shows that the apple tree is alive, 
and by and by its growth or ^vork leads to the 
fruit called the apple. 



LESSON III. 
A Child's Duty v 

Each child should listen to a ''still, small 
voice" of the soul, which is God speaking in 
thought, when a child is thinking as to what it 
should do, when questions arise as to a child's 
pleasure, freedom, rights, privileges and destiny. 
Now to understand this, the words pleasure, 
freedom, rights, privileges, destiny must be ex- 
plained. 

Pleasure is what each one likes and is the 
source of most human thought, feeling and ac- 
tion, so that it is hard to think, feel, act, when 
it is not pleasant. The good is not always pleas- 
ant to think, feel and put into practice when one 
loves to indulge the five senses and be selfish. 
To a boy or girl who is willful, thoughtless and 
feelingless (cruel), to disobey a parent, eat too 
much candy, play w^hen he should study, be 
awake when he should be asleep, choose things 
and persons whose influence is bad, torment 
dumb animals, etc., these acts may afford some 
wrong sense of power and pleasure, but the re- 
action is painful and therefore, the act is evil,'" 
not ofood. 



CHILD PSYCHOLOGY 11 

One can be good, think, feel and behave well 
and be happy. Happiness is spiritual and not 
like pleasure, which is only physical. 

Freedom means one's ability to be I'ree to 
think, feel and live one's life. A child can only 
be free when it learns first to consider what is 
best and what is best is told the child by the 
'''Still, small voice" of God, the Good, within 
each soul. When a child obeys this voice it will 
form the good habit to always obey it and v/ith 
very few exceptions, this is what is meant by 
"conscience," "Divine Guidance," the rule of par- 
ents, as parents have each child's good always 
in mind. 

Rights 

"Rights" mean your sense or consciousness of 
justice or "righteousness." "Rights" grow out 
of right_thinking and "wrongs" out of wrong 
thinking. The Eternal right is the thought or 
intuition (truth) of God which decides for each 
one which is his right. Divine right and human 
rights do not always agree. It may be a human 
right to own the whole earth, but Divine right 
would suggest the Golden Rule, and that it is 
wrong to disinherit other children of God's fam- 
ily. You and I may have a right to buy up and 
corner all the wheat and sugar and keep people 



12 CHILD PSYCHOLOGY 

from enjoying them, but God made the wheat 
(flour) and sugar for all of His children to en- 
joy, and so Divine Right would command us to 
love our fellowman and keep them from starya- 
tion, if they are poor and have not the money 
to buy high priced bread and sugar. To be happy y 
one must be divinely right in thought, feeling, 
action. 

Privilege means an opportunity to help some- 
one. 

Destiny means what God put you into the 
world to be. 



LESSON IV. 
Child's Play 

The object of play is recreation, rest and 
change, not merely pleasure. 

To most boys and girls, play means to have 
a good time, the opposite of work. Some boys 
and girls would like nothing better than to 
play all the time; but would any child accomplish 
anything useful or helpful, if that were done? 
Play, in this instance, would be most selfish and 
most harmful, and really after a while would 
prove to be a bore. Of all tired, weary, good for 
nothing sort of boys and girls are those who 
spend or wish to spend most of their time at 
play, flitting as a humming bird from one ob- 
ject of pleasure to another and yet not getting 
what these sweet and delicately fashioned birds 
get out of the flowers — honey, that is food. 

Play is not helpful when it keeps one from 
doing a useful work, for it is one's work v/hich 
supplies food, not play. Play should be used as 
a relaxation from work — not a substitute, some- 
thing to do in place of work. Play as a recrea- 
tion, rest and change, act as do the brakes on an 
automobile — they cause the machine to slow up 
to avoid danger, or a breakdown. If one uses 
the body without rest, or recreation (which 
means rebuilding the machine or body by play, 



14 CHILD PSYCHOLOGY 

which is the object of play), the body would 
wear out, become useless, and there would be a 
physical or nervous breakdown. So it can be 
emphasized that play is helpful and pleasurable 
when one is better able physically and mentally 
to enjoy one's work. To play cricket, golf, ten- 
nis or any other game all the time as a past time, 
affords pleasure, but it gets one nowhere ; in fact, 
it makes work of play and one is apt to become 
a professional, when even such play is no longer 
play, but work; and one to be normal, well and 
happy, must rest from such play which has be- 
come a ^'professional" game or work. 

Play is created by God for our good. When 
a boy or girl works hard for a certain time, 
either at mental or physical work, he needs a 
rest. Rest means to stop working, and to play 
at what for the time makes you forget your 
work. Sleep is a form of play. Reading or 
some other change may be play. You see that 
one does not have to play a game to play. 

Re-creation means to build up the body by out- 
door exercise. Walking, riding, swimming, are 
play. There are hundreds of ways of playing 
and each one can choose healthful, invigorating 
and clean playing, in which "rough house," that 
is, rough action is eliminated, so that he may 
and will enjoy his work all the more because of 
his play. 



LESSON V. 
A Child's Future ..^w/.-.-. 

A child's future is the result of what each one 
is thinking and doing. Thinking of pleasure or 
play, much if not all the time, hurts a child's 
mind and body, for the mind and its instru- 
ment, the body, are to be used to develop one's 
character, not to waste on frivolity or useless 
action, as mere pleasure. Although a child can- 
not see its tomorrows or future, with physical 
eyes, it may vision them, as the sum total of its 
present conscious thinking and living. If a child 
realizes this, it surely would not expect some- 
thing to come in the future that it had not 
thought out and lived in vision or imagination in 
the present. So, it is important that one watches 
and approves the thought and actions of the 
moment by conscience, so that when we sow 
wheat or good thoughts we know, all other 
things being equal, we shall reap what we sow. 
This does not mean that a child cannot change 
its thought or mind and hence its actions, or 
that it must think in a groove, without any free- 
dom to think differently, but it means that no 
one has a rii^ht to expect anvthini? to unfold 



16 CHILD PSYCHOLOGY 

in the future, if he does not think or plan or live 
it now. This is the meaning of the seed that is 
sown in the ground, and all the wonderful par- 
ables or stories taught about nature by the great 
teachers of morals and philosophy. Therefore, 
children who shirk certain duties because they 
are thoughtless or disobedient, are childrden who 
grow up without an ideal, and generally become 
dependent upon society or their families, and 
never or seldom ever make a mark in the world. 
There is no danger of any boy or girl failing 
in life, who thinks and lives rightly. If one 
thinks wrongly, one will attract wrong thoughts, 
and if one lives wrongly, one will attract wrong 
actions. Boys or girls who go into bad company 
and form evil associations, begin by thinking 
evil. 

Therefore, the moment such thoughts arise in 
one's mind, one should change them for the 
good, that is their opposite. 

It is wonderful to watch a flower grow, as well 
as a weed, but if one is not careful to destroy 
the weeds before the flower grows up, the 
weeds will destroy the flower. Each boy or girl 
is a gardener, who is called upon to watch his 
garden, the mind, to see that only good, useful 
thoughts grow, that his life now and in the fu- 
ture may be good, useful and happy. 



LESSON VI. 



s>i . Aspirations oi\ Prayer 



Each child has needs. Many needs are physi- 
cal as food, water, clothing, houses for shelter. 
These needs we must work for. This is one rea- 
son why work was and is created, that our needs 
be satisfied. These needs are never fully satis- 
fied. For daily we need food, water, clothing and 
houses, for hunger, thirst, protection against 
heat or cold and shelter cannot be supplied once 
for all. One meal, one drink of water, one 
suit of clothes, one house do not satisfy our 
physical needs for a whole life. So we must 
work daily to satisfy these needs, unless of 
course, we are left a fortune, and even then, 
without work to do, life becomes a bore and we 
soon lose interest in satisfying even our human, 
material wants. 

What we want depends upon what we need. 
To satisfy our needs makes life a blessing, while 
to gratify our wants, makes life a tragedy. 
Wants are very superficial. 

There are other needs than merely physical. 
These needs are intellectual and spiritual. To 
know how to live and enjoy life and to use our 



18 CHILD PSYCHOLOGY 

powers, so that we may enjoy life mentally, is 
a need and to neglect to satisfy this need is to 
go through life undeveloped, uneducated and 
without power, purpose or understanding. Fail- 
ure, misfortune, misery follow. 

-( Now spiritual needs are just as vital and im- 
* portant as physical and mental. So the word 
''prayer'' and "aspiration" help a child to satisfy 
these needs. To be able to be good and to be 
true, one must learn to pray or aspire scientific- 
ally. To pray or aspire to God — the Good — to 
make you good, ivithout trying yourself to be 
good, every moment an opportunity appears, is 
to fail in satisfying any spiritual need. The 
saying — ''God helps those tvho help themselves"'' 
means that as you aspire you must be in thought 
and life what you pray to be in spirit. To pray 
daily is to keep the mind open to Divine help. 
Every boy and girl must do his or her part to 
answer their prayers, that is, by thinking and 
doing what he asks God to do for him. This is 
praying intelligently and scientifically. 



LESSON VII. 

Order and Time 

Children are born with faculties of order and 
time. They yield to growth and expression as 
do a flower or a seed. If left uncultivated the 
child grows up with little or no understanding 
or respect for harmony, beauty, artistry and 
unity in the arrangement and placing of things, 
besides having a disorderly mind, in which there 
seems to be low ideals, ideas and a lack of con- 
centration and clearness of mental vision. 

The senses of order and time are most useful 
and beneficial. In the creation of the universe, 
the Divine Intelligence— God— the Good, gave 
everything, even an electron and a planet, a 
particular motion and orbit, and scientists have 
been trying to find a word which would explain 
this motion. Some say that it is spiral or orbital 
that is, moves about in a figure like a circle, held 
in place and order by laws which are unchang- 
ing. They fly with tremendous and inconceiva- 
ble speed, but seldom if ever clash or collide. 
This is wonderful from a mechanical standpoint 
when one remembers how hard it is to run an 
automobile or even keep an electric car on the 



20 CHILD PSYCHOLOGY 

track without an accident. The universe means 
unitary order — that is turning around a center, 
so that all danger would be avoided or reduced 
to the smallest fraction, because of time and 
order. 

Did you know that order is Heaven's first 
law and that without order there would be ut- 
most and persistant confusion and chaos. So 
that from putting your shoes, ties, hats and 
clothes as well as playthings in a definite place 
and in order to the arrangement of the furni- 
ture of a room, order should prevail just as it 
should in the universe and in the care of a city 
or a people? Where there is little or no order, 
people become in time careless and vicious. Re- 
spect and attention for order makes life worth 
while. 

The different days were assigned what they 
are because man was born to be orderly and 
to do his work under the division of time, and so 
in the Bible a true rule of life was stated, 
'There is a time and a place for everything 
under the sun — a time to laugh and a time to 
cry, a time to eat and a time to read, a time to 
work and a time to rest." This is not only true 
of each one, but it is true also that in order that 
each one do his work well, he must let every- 
one else alone to do his work well, without mak- 



CHILD PSYCHOLOGY 21 

ing trouble or doing anything to interfere with 
such an one's work. How would you like to have 
a person undoing what you do? How would 
you like to have a person hold your pencil when 
you wanted to write, or your brush if you wished 
to paint, or yell when you wished to speak or be 
o-enerally unruly or mischievous when you wish- 
ed to be quiet or do a very particular work? 
That is why time was created, so that everything 
should be done decently and in order. 

If you wish to be a man or woman doing big 
things in the world or realizing your ideal, cul- 
tivate order and respect for your own time 
chosen to do things, that you may get the most 
out of that time, and be good enough to respect 
the work of other people, when they are busy, 
for their time is as sacred to them as your time 
is to you. 



LESSON VIII. 

A Child's Education 

Every child has learned by experience, the 
need of expressing himself. This can be done 
best by — 

1 — Speech 

2 — Language 

3 — Work or Vocation 

4 — Character, or what one is in life. 

Language or speech is the expression of one's 
thought. It is said that dumb animals can be 
trained but not educated, at least not educated 
to the degree that a man can. Dogs have been 
trained to show almost human capacity for 
knowledge and the power that goes with know- 
ledge. 

Every child should learn and memorize the 
meaning and definition of words. This should be 
done daily. Whenever a word is heard or used, 
which is new to the child, the dictionary should 
be consulted, and after the word is understood 
and the definition digested, the word should be 
used in one's daily conversation. This is the 
only and most practical way of getting a large 
vocabulary and being able to express the infinite 



CHILD PSYCHOLOGY 23 

variety and liner shades of thought. As few can 
understand what we think unless we express our 
thought, language is most necessary and valua- 
ble as a means of happiness. 

Next comes work or vocation. All work is 
not vocational, that is the just «and true expres- 
sion of one's thought in what one does. So many 
boys grow up without any definite or pleasura- 
ble work to do. They become shiftless, unpro- 
ductive and human parasites and a drain or tax 
on those who do work. If one has a chosen 
vocation, his work makes him happy, whereas 
much work that is done may pay well, but does 
not inspire happiness. One's work should help 
the world to appreciate our thoughts, what we 
like, our ideals, what our life really means to 
us. A boy or girl should early learn to express 
all of himself in his work. Whatever he likes to 
do is helpful work, and through doing that work 
well, he learns what he likes to do best, and 
when he does what he likes to do best, he ex- 
presses his mind, the ideal and purpose of his 
life and destiny. 

Our work, more than our thought praises or 
condemns us. So let us be eager to do useful 
work and a work so good and helpful as will be 
a reflection of our true selves. 



24 CHILD PSYCHOLOGY 

Another way of expressing ourselves is by our 
character. Our character is our moral and spir- 
itual life and concerns the principles upon which 
we think, feel and act. If our principles are 
good, true, noble, pure, honest, our character 
will express them. Some persons do not wash to 
go into certain kinds of business, because this 
kind of business demands of them that they 
falsify. Therefore they refuse to accept a big 
salary at a loss of their self respect — or their 
character. If each boy and girl would consider 
first the right principles of life and always act 
true to them, there would be fewer criminals in 
the world. It is easy to begin when a boy or 
girl, to express one's moral ideals and spiritual 
principles than to shirk doing so, or doing so 
only in a passive waj^ One must not only think 
right, but express the right thought every mo- 
ment in one's character. Each good act builds 
up a noble, dependable character, which is the 
pearl of great price, the one thing in life which 
is worth while. 



LESSON IX. 

The Bible and Other Sacred Books 

A bible or a sacred book is sacred and called a 
bible, because it deals with the divine life, or 
Divinity, God, and a revelation regarding our 
duties to life and God. Some bibles are over 
5000 years old, viz., the Vedic Scriptures of 
India which date back over 3,000 years before 
Jesus lived. The Buddhists or followers of Bud- 
dha who lived 500 B. C. (before Christ) have 
their bible. They live in India, Ceylon, Burmah, 
Japan and in China, as well as in the extreme 
northern part of India called Thibet, where they 
have many monasteries. They number one third 
of the population of the earth. 

The Parsees who once lived in Persia, but now 
live in Bombay and the Bombay District of India 
have also a bible, called the Zenda Vesta; while 
the Egyptians have no one book, but numerous 
hymns, rituals and writings, similar to the con- 
tents of the "Book of the Dead." 

The Jews have given us their bible, called the 
Old Testament or Covenant, consisting of 39 
Books, written partly in Hebrew and partly in 



26 CHILD PSYCHOLOGY 

Chaldaic. They are known to have existed since 
289 B. C. They consist of: 

1 — The Law, or Pentateuch (First Five Books 
of Moses). 

2 — Prophetic writings and utterances — ^later 
and earlier. 

3 — Psalms, etc. 

Then there are the Christian writings or, the 
New Testament or Covenant, consisting of the 
Four Gospels of Matthew, Mark, Luke and John. 

Mark's Gospel was written A. D. 70 (Year of 
our Lord). 

Luke's Gospel was written A. D. 80-83 (Year 
of our Lord). 

Matthew^'s Gospel was written A. D. 100 (Year 
of our Lord). 

John's Gospel was written A. D. 110 (Year of 
our Lord). 

These Gospels give us the teachings and acts 
of Jesus, when he taught, healed and did his 
work about A. D. 1, from which we begin to 
reckon our time (chronology) when he was 12 
years of age and again when he was 30 j^ears 
of age. He lived to be 33 years of age, when 
he was martyred or died on a cross. 

Other books contained in what is called the 
New Testament are the Acts of the Apostles, 



CHILD PSYCHOLOGY 27 

the letters of Paul to the Corinthians, Romans, 
Galations, Ephesians, Phillipians, Colossians, 
Thessalonians, a people who lived in the cities of 
Asia Minor, Greece and along the Mediterranean 
Sea. 

Then, there are the letters of Paul to Timo- 
thy, to Titus, Philemon and Hebrews, also, there 
are the letters of James, Peter, John, Jude, and 
last, the Revelations or Visions of John on the 
Island of Patmos. 

These are called canonical, to distinguish them 
from spurious, as one would distinguish the 
writings of Ralph Waldo Emerson from the 
writings of some one who wrote on the same 
subject and who lived at the same time. Some 
of these spurious books are accepted by the bible 
of the Catholic Church, which is called the Vul- 
gate, and differs from the Protestant Bible be- 
cause it accepts the Apocrypha (which means 14 
books included in Septuagint and Vulgate ver- 
sions, but not in the canonical Hebrew Scripture 
held uncanonical by the Protestants) or spur- 
ious, legendary, imaginary stories or tales. 

Now, not everything in the Bibles of the 
world should be taken literally, or as occurring 
exactly as written. Most things described in 
these bibles have a slight concrete foundation, 
but the stories or teachings must be explained 



28 CHILD PSYCHOLOGY 

and understood spiritually , or one will become 
skeptical of the truth of all sacred writings. 
Spiritual interpretation is in line with what 
mankind is able to prove and accept as possible 
under the reign of natural and spiritual law. 
This key is the best and most practical key one 
can use. 

All New Thought books dwell on the spiritual 
interpretation of these bibles and it is surprising 
how beautiful and helpful all these stories be- 
come when they are truly or spiritually under- 
stood. 

Muddy water as we find it in the lakes and 
rivers, is unfit to drink, but when filtered and 
made chemically pure, is harmless and beneficial. 
So when our mind is cleared of wrong ideas and 
notions of what the bibles are and teach and we 
remove also the rubbish, the verbiage and human 
opinions of bibles in which sacred writings are 
found, the teachings become as crystal pure wa- 
ter — a fountain of gold, of truth, of inspiration 
and revelation, of moral service and spiritual 
blessedness. 



LESSON X. 

Religion 

Religion is the science of the things of the 
spirit. It is the science of the good, which is 
God, of Divine Realities, of the Spiritual Life. 
The spiritual life is sometimes called the higher 
life, because it has to do with divine things and 
not with material things. To be religious one 
must be more than a believer in certain forms, 
rituals and ceremonials, or in dogmas about God 
and man. To be truly religious, one must be 
spiritual — that is, good in one's thought and 
life; and goodness means unselfishness or as 
Jesus taught in the Golden Rule, the ''Doing 
unto others as we would that they should do un- 
to us." This saying is called ''the whole law 
and the prophets.' 

The moral life is closely related to the spirit- 
ual or religious life. No one can be spiritual 
who is not moral, but one can be moral and yet 
not spiritual. This seems strange, but it is so. 
To be moral is to be clean in body, and pure and 
good in thought and life. But as the world uses 
the word moral it means thinking and doing the 
things which are customarily accepted as right, 



30 CHILD PSYCHOLOGY 

as being honest because it pays, or being virtu- 
ous or pure because it is its own reward, all of 
which are true, but do not imply an unselfish, 
spiritual motive or purpose in the thought and 
the act. 

What anyone thinks about God, the good, or 
the truth, is merely an opinion and no one's 
opinion is true because anyone utters it or be- 
cause it may be recorded in a bible or sacred 
book. 

Theology literally means the science of reli- 
gion, but as a matter of fact it is really a sys- 
tem of dogmatic statements or teachings about 
religion, so that theology may be true or false. 

One dogma or doctrine of a theological system 
about the teachings and works of Jesus is the 
atonement. This doctrine affirms that Jesus died 
in order to save mankind from its sins by ap- 
peasing the wrath or anger of God, because He 
was disgusted with human folly and man's sin- 
fulness. Jesus is made to be his only son who 
voluntarily offered to die for the human race to 
save it from an eternal punishment (hell) and 
at the same time to put an end to God's terrible 
anger. 

As a matter of fact, no such angry God evei^ 
existed or could ever exist, as God, the good is 
your Divine Self and the Great Spirit of the 



CHILD PSYCHOLOGY 31 

universe who never gets angry. Besides we are 
all sons and daughters of God, for God is the 
creator and Father of all his children scattered 
everywhere throughout the whole physical and 
spiritual universe. 

Now what is true is that there is a divine 
and physical law of justice, which makes every- 
one reap what he sows, and to receive the ef- 
fects or results of right or wrong thinking and 
living, and that our bodies, faces, lives are what 
we make them. God does not punish or reward 
us for being bad or good; but evil and good 
produce in our lives and bodies exactly what 
we think and do. Disease is not accidental, nor 
a calamity sent of God to man. He, by his dis- 
obedience to natural and spiritual law, makes 
disease. 

He can free or heal himself of all disease, be- 
cause when he thinks and lives the good, he is 
his own savior, Christ, and is applying the 
principle of love, truth, life, health and happi- 
ness to his thought and life and so he is no 
longer sick or unhappy. 

Christ is the word which means principle of 
good, right thinking and living. 

Heaven (happiness) and hell (pain) are with- 
in each ones own mind, but heaven is eternal, 
while hell or suffering are only temporary. When 



32 CHILD PSYCHOLOGY 

a boy or girl eats fish, he does not swallow the 
bones, because they would hurt him. So w^hen 
he tries to be good, Godlike, or Christ like, he 
accepts only the meat of truth, but he discards 
the bones of error or human opinions which so 
many thought the bible taught, but are learning 
now that each one is divine, can prove and real- 
ize his Divinity and can be as perfect as was 
Jesus and be happy now and always by just 
thinking and living the good. 



PART 11. 

LESSON I. 
Child Psychology 

Paul wrote that when he was a child he spoke 
as a child and understood as a child, so that it 
can be said to be a fact that there is a child 
mind, however, that mind may be as a tiny 
spring or a little brook at first, it finally becomes 
infinite in its conscious possibilities. Shakes- 
peare, the great English poet who wrote many 
wonderful plays, wrote about the same thing in 
his play ''AS YOU LIKE IT," when he said : 
''Man in his time plays many parts, — 
His acts being seven ages. At first the infant- 
Then the ivhining schoolboy, with his satchel 
And shining morning face, creeping like a snail 
Unwillingly to school.^' 

So that a child's mind and life seem to be a 
part of a great play and the boy or girl are 
actors in this play, and their part is very im- 
portant indeed, and unless they learn it and its 
meaning, the man or woman, who is only the 
boy or girl grown up, will not play the bigger, 
more important part in life's drama. 



34 CHILD PSYCHOLOGY 

One of the things the child should know first 
of all is his mind and for the good reason that 
he uses it all the time, even if he does not know 
it, and it is through the mind that he learns 
everything that he knows, the world all around 
him and the people in it, and the world within 
him, of which so many, until very recently, 
knew so little. True, there are not stars, bugs, 
planets, lakes, mountains, oceans, animals in 
his mind, but there are pictures of them, and 
there are senses, powers, thoughts and ideas, 
which make the outer world absolutely depen- 
dent upon them for their existence. Without 
mind a person would not know that he existed 
here at all. 

Then again, all the happiness and sorrow, the 
pleasure and pain belong to the mind, even the 
tears, sobs, laughter and smiles arise in the mind 
however they seem to spring from the outside. 
What a boy or girl becomes when he is grown 
up — a genius as a poet, artist, musician, author, 
editor, leader, man of affairs, capitalist, has its 
start or beginning in the mind. His talents be- 
come manifest day by day as he uses the ideas 
and the powers of his mind. These powers are 
his tools, these ideas are his patterns, by which 
he evolves his character and destiny, that is, his 
real self. He may not see or know what his 



CHILD PSYCHOLOGY 35 

future may be, but he is surely making it by the 
use he makes of his powers. 

Now it is not easy to get at the mind. There 
is no physical way of taking it out of the brain, 
in which it works and putting it before the eyes, 
so one can see and handle it. That is one reason 
why, perhaps, we know so little of it. The birds 
fly in the air, but do they know much about it? 
The fish swim in the water, but how much do 
you think they know about the brooks, rivers, 
lakes and oceans? We live in mind and yet we 
seem to forget that it is an object or subject of 
knowledge and discovery as is anything that 
seems to be outside it, as a house or land, a bug 
or a star. How to begin such a study is most 
interesting and necessary if we ever expect to 
solve the problems of life and this study is called 
psychology, because it deals directly with the 
powers, processes, thoughts, ideas and experien- 
ces of the human mind. 

In order to know and understand the mind, 
each one must study his mind. It is a big study 
but not beyond anyone's effort. We must study 
organs, senses, faculties, thoughts, knowledge, 
the processes by which you, the person or indi- 
vidual called the ''V\ whatever your name may 
be, becomes conscious, and expresses all that 
you are or may be. It is foolish to shirk such 
an important study, because unless we know 



36 CHILD PSYCHOLOGY 

how to use the mind and hence to live, we may 
become insane, that is, lose the normal use of 
the mind, and that would be a pity as well as 
a calamity. 

The organs are windows or doors so to speak, 
by which, through a wonderful arrangement of 
nerves and muscles, we come in touch with the 
material world all around us. These organs are 
like the key board of a piano. A piano has 
seven tones arranged in octaves, that is eight 
notes, of a different pitch, and our physical 
senses which are seven and physical organs 
which are seven, can be played upon just as we 
play on a piano. A door means something which 
opens. A window, something which lets in the 
light. A key of the key board, a device made of 
ivory and attached to the wire strings and ham- 
mers of the instrument. If it were not for the 
door, one could not conveniently walk out of a 
house. If it were not for a window one could not 
see out of a room. If it were not for the key 
of the key board, no one could get a single note 
up or down the scale from the piano. So it is 
with organs. They are windows, doors, keys, 
by which each one comes in touch with the 
physical world, and learns really through such 
relation or experience who and how he is re- 
lated to his physical body and the world, from 



CHILD PSYCHOLOGY 37 

which as matter his body is derived. If the or- 
gans, called the eyes, ears, nose, mouth, hands, 
heart and lungs were closed, or barred up 
and out of use, the boy's or girl's mind could not 
work. One can be blind, or dumb, or deaf, and 
still live and in a way, enjoy life, but no one 
except persons so afflicted know the extreme 
pain of such a loss. 



LESSON II. 



The Brain 

A child learns to appreciate the nice and deli- 
cate relation of his mind to the body when each 
sense, faculty and power is normally active, for 
then one does not know he has a body, and if any 
boy or girl wishes to realize just what this means, 
let him lift and carry around with him for an 
hour or two an object equal to the weight of his 
body. Is it not good indeed that each one 
through nature's laws can carry about such 
weight and seldom feel it? And if he does feel 
it, it is because the word ''tired" has given him 
warning that he has lifted or carried his body 
too long or too much. The body can and does 
wear out, if we do not pay strict attention to 
nature's warnings. That is why warning such 
as pain is given and felt. Pain is nature's signal 
that the ease or harmony between body and 
mind has been disturbed. A number of very 
prominent University Psychologists spend much 
time in their class rooms and in writing books on 
psychology in relation to the body and some 
teach that the mind is wholly made up of re- 



CHILD PSYCHOLOGY 39 

actions from the body as sensations, that is, 
feelings of pleasure and pain. These feelings tell 
us a lot of things. They tell us, if any part of 
the body is disturbed, the report of this dis- 
turbance is carried to the mind through a won- 
derful organ called the brain by a nervous sys- 
tem of afferent and efferent nerves very much 
like very thin, almost inconceivably fine wires. The 
words afferent and efferent mean, first efferent — 
to carry outwards from a center as the brain, as 
when one drains a pool of water into an outside 
channel, and afferent means carrying inwards 
as when one draws water from a lake to a hy- 
drant in the house. The relation is most delicate- 
ly connected, far more so than one can even 
think or illustrate. The brain is so wonderful 
in its substance, structure and service, it is such 
an important organ or machine, that it has been 
put into an air tight, dark (hermetically sealed) 
box of bone, called the skull, and the only usual 
way anyone can reach it, is through the mind 
and its senses, unless of course an operation is 
performed, and the skull is cut open and it is 
reached in this way, but that way is unusual and 
very dangerous and is only used to save one's 
life. The reason it is put in this sealed box, 
where air cannot reach it, and where a certain 
temperature is maintained, is that it must per- 
form a mysterious but dual (two-fold) function. 



40 CHILD PSYCHOLOGY 

and if it were exposed as are the ej^es and ears 
on the surface of the body, it would deteriorate, 
that is, lose its power to do what nature requir- 
ed. The gray matter of the brain would not 
work, if exposed to the light of day, for the 
brain is not only an organ of the body, but of 
the soul, about which something very important 
will be told in another lesson. Nature thus pro- 
tects the brain, the supreme organ of conscious 
life and intelligence, the physical cause of pain 
and pleasure. 

Now the nervous system is connected with the 
brain as are the wires stretched far and wide 
over the city connected with a power house or 
receiving station, and really are a part of the 
brain as are the branches of a tree a part of 
the tree. Without nerves, each one would be 
senseless and unconscious, in short, lifeless. 



LESSON III. 



Psychology of the Senses 

The nerves or nervous system and even the 
brain of the body would be useless, however 
perfect as mechanical devices, were it not for 
the senses. The senses are physical in their 
office and uses, but metaphysical that is, above 
the physical and serving the soul or Divinity in 
their expression and manifestation. The seven 
senses are: 



1 

2 
3 
4 
5 



Sense of Touch 
Sense of Smell 
Sense of Taste 
Sense of Hearing 
Sense of Sight 



6 

7 



Sense of Hunger 
Sense of Thirst 



Five Common Sen- 
ses or God's sense 
of common things. 



Original and first 
senses expressed. 



Each child should know these senses by 
heart and what they mean. 



42 CHILD PSYCHOLOGY 

1 The Sense of Touch is physical and has 
to do with the physical properties of matter or 
soul, as length, breadth and thickness, hardness, 
softness, heat and coldness and many other 
similar properties. The hands and feet as well 
as the whole outer part of the body are the 
organs of the sense of touch. You touch a table 
and the report is carried by the nerves of the 
fingers and body to the brain and the sense of 
touch conveys the feeling of perception of hard- 
ness to the mind. 

This is how all the senses operate. 

2 and 3 The senses of smell and taste are 
chemical, although physical in their ofiice and 
uses and through them we smell and taste things 
which please or displease us. The city's health 
depends to a large extent upon the sense of 
smell, for this sense warns us against corruption. 
The cleanliness of the body is notified through 
the sense of smell. The sense of smell ever alert 
for the health of the body warns each one of 
uncleanness. Perfumes should never be used ex- 
cept when the body is clean and then only the 
most delicate odors. 

The Sense of Smell can also detect disease. 
The sense of taste is very valuable and import- 
ant, as affording one a daily register or bulletin 
of what is needful for food. No article of diet 



CHILD PSYCHOLOGY 43 

is food to anyone if not relished by the sense of 
taste. This is nature's law of justice which is 
associated with obedience of her law. Hunger 
excites and stimulates the sense of taste, so that 
one's appetite pretty nearly tells us whether 
what we taste is the instinctive need of the body 
or not. Our tastes can be educated as v/ell as 
refined or degraded. If degraded, we suffer pain. 
If refined too far we sacrifice physical vitality 
and health. We can learn to obey or disobey 
nature in our taste as do the animals, especially 
is this so, when we form a false taste for pas- 
tries, candies, etc. The natural taste for food 
is generally reliable, and therefore, it is wise 
not to spoil our taste by condiments. 

4 and 5 The Sense of Hearing and Sense 
of Sight are the most spiritual of all the senses 
and as they have to do with art and form in 
sound (Vibration) and color (Vibration) the 
appeal is mental and spiritual. No doubt these 
two senses are the chief sources of our physical 
education. The loss of one or both is a calamity. 

6 and 7 The two Senses of Hunger and 
Thirst are added, because unless satisfied, the 
other five would be useless. The common senses 
are built upon them. Now these seven senses 
are related to the mind through faculties. The 
senses supply sensations and perceptions to the 
mind and these perceptions are the food on 



44 CHILD PSYCHOLOGY 

which, so to speak, the faculties feed. They 
become thoughts or experiences. Without per- 
ceptions, the faculties v/ould be useless and the 
mind would be without thought. Not that the 
mind or soul could not and does not exist with- 
out thought or experience as thus produced, but 
in the soul's expression, thought helps it to 
realize its unfoldment. 



LESSON IV. 



Faculties 



Innocence (in-no-sense) means to be without 
any sense impressions. Such a state of mind is 
quite impossible, as even a baby is influenced by 
sense impressions, although not intelligently 
aware whence they arise. Here is where the 
faculties begin to work. Each sense carries its 
impressions to the mind, but they mean little or 
nothing except to please or pain, until the differ- 
ent faculties of the mind, which, while they do 
not rule the senses, yet interpret their results, 
and that is, perhaps, why they are higher in 
their office and have most to do with our educa- 
tion. 

Now, what are faculties? They are powers 
of a certain kind, which in mental science are 
assigned to do a certain work which is mental, 
although each one's Divinity really decides all 
questions touching one's life as when a boy or 
girl says, '1 see," or "I hear" ; it is "I", the real 
divine boy or girl who sees or hears; of course, 
the eye and ear catch the light and sound waves ; 
it is the brain which concentrates them and 



46 CHILD PSYCHOLOGY 

translates them into feeling or sensation, and 
it is the organ and sense of sight and hearing 
which makes each one aware of what is seen or 
heard; but it is you, the 'T\ which we say is 
God individualized that perceives, knows or 
realizes what they are. This is very complicated 
only because nature works through a series of 
organs, functions, powers, which in themselves 
are simple enough, but together work in a won- 
derfully, mysterious way. 

1 The Perception is the faculty which gath- 
ers up all sensations or mental impressions and 
defines and explains them. The perception ad- 
vises us what the eye and sense of sight sees, 
the ear hears, the taste tastes, the smell smells 
and the touch touches. This is its function. 

2 Reason is the faculty which deals with the 
real and unreal, the rational and irrational, the 
probable and improbable. It is a faculty which 
seems the most related to truth or Divine Intel- 
ligence. It tells whether a fact is a fact or only 
a make believe. It is the basis of science. All 
knowledge rests on reason. 

3 Judgment is the faculty which decides the 
correctness or incorrectness of a proposition. It 
declares what is your right in relation to an- 
other's right. It is rooted in justice. Judgment 
helps each one to make just, correct and right 
comparisons and to know hov/ to act rightly and 



CHILD PSYCHOLOGY 47 

intelligently. 

4 Memory is the faculty which retains all 
that enters consciously into the mind — the im- 
pressions, thoughts, ideals, pictures, objects, sub- 
jects, everything. 

5 Imagination is the creative faculty by 
which a boy or girl can actually imagine a cer- 
tain event or thing. It has to do with Reality 
and Unreality, things visible and invisible, and 
primarily its function is to help each one to get 
a definite, clear, intelligent form of the divine 
idea. 

6 Ideality is the faculty which idealizes all 
forms and thoughts and is so valuable to the 
artist, musician, poet and prophet. It helps us 
to know ideas from things, ideas of truth and 
good, from false ideas. 



LESSON V. 



The Divine 'T' 

All the powers or faculties of the mind are 
not only mental, but psychic and spiritual or 
divine, that is, they seem to deal with personal, 
human and material experiences, with things 
which belong, or seem to belong to time and 
space, that is the physical world and life and 
yet proofs are daily received and perceived that 
they have inlets to the mystic ocean of knowledge 
and life which lies beyond them in the usual field 
described as the field in which they work. Chil- 
dren imagine, or it is said that they imagine at 
play with them, other children, that no other 
person with human eyes and ears can see and 
hear and yet they see and hear them as though 
they were plainly visible and audible to all. Such 
experiences are psychic and therefore unusual, 
but not unnatural. 

Again, while these precocious children do not 
imagine what they see, such experiencs show 
that what are called our sense perceptions of 
sight and hearing and our imagination of things 
attain to degrees of consciousness and realiza- 



CHILD PSYCHOLOGY 49 

tion beyond the psychological limitations of the 
human mind. The powers of conscious and un- 
conscious intelligence are almost infinite, that is, 
boundless in their depth of expression and real- 
ization, and are likened to a nest of boxes or 
cubes, in which, while one is larger than the 
other, the smallest is of the same form, dimen- 
sion and substance as the other. If the small- 
est is likened to the senses, and the largest to the 
conscious, perfect intelligence, one can realize the 
relationship of the true or Divine Self to each 
of the faculties and senses. Each sense and 
faculty is an expression of intelligence. It is 
only partial, relative, finite, while the complete 
and perfect intelligence is the sum total of them 
all. 

Psychologists sometimes teach that each one is 
made up of willing, thinking and feeling. The 
'T' is the seat of the will, the mind of the 
thought, and the heart of the feeling. As a 
matter of fact the "I'' does all the willing, think- 
ing and feeling — and no one function or organ. 
The one thing a child should remember is that 
all the senses, faculties and divisions of the in- 
dividual self are as so many river sheds which 
act as planes or levels of consciousness on which 
you, the ''I" or ego, function ; the purpose of the 
functioning is not to remain at or return to the 
spring or snow where all rivers begin as springs, 



50 CHILD PSYCHOLOGY 

but to keep unfolding until the ocean is reached. 
The consciousness of one's divinity is the imagin- 
ary ocean here referred to. Boys and girls 
should try to associate with their senses and fac- 
ulties the objects, for which they exist, and not 
think of them except in terms of Divinity as 
one should not think of the shores merely v/hich 
an ocean touches when thinking of the ocean, 
but the vast ocean itself. Few older persons 
know much of the mind, except the sensations 
of pain and pleasure which pour into it. The 
mind does not exist for these sensations any 
more than a boy exists for the hat or clothes he 
wears. A boy or girl can learn a great deal 
from a microscope and telescope, vv^hich magnify 
small and distant objects. Things which the 
eye cannot see are made visible by these instru- 
m.ents. In a way, different from these instru- 
ments, each child can get a glimpse of the big- 
ness of the soul — the ocean into which the 
senses and faculties end — by letting the senses 
and faculties take him to the ocean, and not 
merely satisfy him with their own experiences; 
senses and faculties are inlets as well as outlets 
of this ocean and because its depth has not been 
sounded or its extent navigated, is no reason for 
disbelieving in the ocean of consciousness, of 
which each sense or faculty is an inlet or outlet. 
Very few adult persons know this, and it has 



CHILD PSYCHOLOGY 51 

only recently been explored by science, although 
pretty well known by seers or prophets. 

Supernormal, in this sense means, that each 
sense can be traced back to this ocean, and, 
while apparently each sense seems to be limited 
by and end in the mind, as a matter of fact, the 
mind is only a lake like Lake Erie or Ontario, 
by which the mind, its senses and faculties con- 
nect with the ocean of consciousness, as the St. 
Lawrence river connects Lake Ontario with the 
ocean. Looking' down from. Mt„ Lowe toward 
Pasadena, a mile or so above the sea, a mist 
concealed the city of Pasadena from view. Above 
the fog, in space, all was clear as day. Thus 
mind is a condition which conceals one part of 
us, called the normal, or sense man, from anoth- 
er part, called the supernormal, or intuitive man. 
Each plane has its range and objects of vision, 
but frequently a mist or fog intervenes to hide 
one from the other. 

So it is well to learn that all of our powers 
are related as v/ell as extended and that we can 
make each power a microscope or telescope to 
introduce us to a knowledge of things which are 
invisible and inaudible to the physical sense of 
sight and hearing. This will be further explain- 
ed in the next lesson. 



LESSONS VI. AND VII. 

Attention, Concentration, Self Control, 

Personal Power 

Few children and fewer boys and girls know 
what attention, much more, concentration, 
mean. Children learn to sit still for a long 
time at play, but how many boys and girls are 
satisfied to act as they did when children? They 
are very active, and hence very restless, because 
with a full amount of life and energy, they are 
more or less swept off their feet by them. They 
do not seem ready, willing or able to control 
them. Perhaps, because they have not learned 
why or they have not been told that there is a 
wrong and a right use of abundant strength and 
vitality. Children like bright objects until they 
are bright enough to know that such objects 
have no real value. So a good deal of precious 
energy is wasted on useless activities, just run- 
ning around like a merry-go-round without ar- 
riving at anything. 

Now the first important rule a child should 
learn is attention. In school this was shown 
by folding the hands and placing them on the 



CHILD PSYCHOLOGY 5S 

school desk. This act really meant ''first posi- 
tion," because in order to take any position 
one must first be prepared to know what position 
to take. When anyone takes first position, he 
signals that he is at rest, passive, listening, in 
short, all attention. Aside from this meaning, it 
also implies that one has begun to concentrate, 
also to control himself. A child who can at any 
moment place himself in first position, shows 
that he has gained a certain amount of control, 
because it takes decision and determination of 
will to do so. No one can listen to another speak, 
nor can anyone truly think, unless he is passive 
or receptive to him, that is a good listener. It is 
said that no one will become a thinker who is 
not first a good listener. To be a good listener, 
one must know how to be attentive to what oth- 
ers say. 

Concentration depends upon attention. If the 
eyes and ears and the mind are seeing, hearing 
and thinking of other things, or acting on im- 
pressions and suggestions which arise in the 
mind at the time one should be listening, the 
concentration is broken and the power to con- 
centrate is impaired or weakened and the child 
is that much less a master of himself, and is 
more a victim and prey to alien and wandering 
thoughts. Such thoughts lead to irresponsibility, 
error, accident, pain. 



54 CHILD PSYCHOLOGY 

In order to appreciate what attention means, 
tlie child must realize that he is not only listen- 
ing to what is being said to his ear, but what 
is being spoken to the soul. God speaks every 
time one listens and the truth illumines and 
guides us. If when what is said to the ear is 
error, the voice of intuition will at once advise 
us, if we really have learned how to listen. How 
still one must be to listen to the voice within ! 

Now in order to practice attention, sit square- 
ly on the seat of a straight-backed chair and 
avoid sofas and rockers. Plant the feet squarely 
on the floor and keep them there while you are 
in this position. Reverse the thought of wig- 
gling by the thought of sitting still. Make a 
practice of this in the home, or wherever you 
happen to be. Avoid rockers and sofas as they 
will tend to make you round shouldered and 
have a hunchback. A boy should sit and stand 
as straight as an arrow, for to be stoop should- 
ered is to commit a sin and sooner or later be- 
come diseased. To let all of the organs of the 
body sink into the abdomen, or to make the 
stomach stand out beyond the line where the 
head should be is to be weak and wicked. Most 
children learn too quickly to yield to their rest- 
less and changeable nature. They should learn 
to control it, by having or planning something 



CHILD PSYCHOLOGY 55 

definite in their mind and doing it whole heart- 
edly. 

Self control simply means using the will to 
think and do what is best. If one does not con- 
trol himself, he is a slave, a victim, and automa- 
ton, and sooner or later will become a creature 
of vicious habits. 

If the engineer did not control his engine, it 
would run wild and do much damage. The will 
gives each child the power to control his own 
mind and body. In order to have perfect con- 
trol of the mind as well as the body, the child 
must learn step by step and day by day to get 
control of each faculty, sense and organ, so 
that he can act instantly for the good of him- 
self. If he permits his impulses and thoughts 
which flash into his mind to influence him, 
against his best judgment, he is cultivating a 
fatal and destructive negative habit, which will 
make him irresponsible and a slacker. 

Personal power grows only as we use it for 
the good. Any power which is used for evil 
purposes is destructive. 

Power is the opposite of weakness. Moral or 
spiritual power is the highest and strongest 
power there is, and yet the spiritual giants as 
Jesus, Buddha, Dante, Savanarola, outlived 
their contemporaries, who exercised only 
intellectual or physical power as did Caesar 



56 CHILD PSYCHOLOGY 

or Napoleon. One acquires power as he uses it. 
Drops of water wear away a stone, is an old 
saying and it means that little things as drops 
of water prove by use a powerful destructive 
agent. . By concentration, each one acquires 
greater power. Any substance that is concen- 
trated is increased in strength and power. Scat- 
ter our power and we weaken every effort we 
make. So that one's power is generally taken as 
a key to one's character. A powerul man phys- 
ically may be a moral and spiritual pigmy. 

We must learn to use our power, whether 
physical, intellectual, moral or spiritual, to be 
master of ourselves and then we shall be called 
to rule a city, at least, if we are not called, we 
will be able to rule. 

This is the meaning of the Parable of the 
Five Talents, of the man w^ho had five talents 
(powers) and made five more, so that he had 
ten, and because he did so, he will be made a 
ruler over ten cities. If we do not learn to con- 
trol our five senses, by so using them as to ac- 
quire spiritual possession of five more, which 
are their intuitive and spiritual expressions in 
consciousness and life, then we have not learned 
to be rulers. To rule, we must use the rule of 
life. One who rules according to the rule of life 
is therefore a ruler. 



LESSON VIII 

Constructive and Destructive Images 

The mind is like a world. It is a world, filled 
with thoughts, which are pictures derived from 
the world itself. The mind is a world within a 
world. Many of these pictures make a lasting 
impression on the mind as Niagara Falls, the 
Grand Canyon, Yosemite Valley, Mt. Ranier. 
Often some terrible catastrophe as a fire is sear- 
ed into the mind. The beautiful and the ugly, 
the fair and foul, the sublime and ridiculous, the 
natural and the horrible, all impress the mind. 
Then there are the faces of those near and dear 
to us — mother, father, wife, husband, sister and 
brother and friends. The tiniest as well as the 
biggest thing can be stored away in the mind. 
Some impressions are dim and fleeting or fugi- 
tive, and others are strong and permanent. The 
things of sense, impressive and deep cut into the 
mind, as they seem, gradually fade away. Even 
childhood is forgotten when the child grows up 
into maturity. And yet as nothing is lost, as all 
things reflected upon the mind remain in mem- 
ory, these images can be recalled. How many 



58 CHILD PSYCHOLOGY 

care or take the time to recall them? So they 
grow dim by neglect and seem to be no more. 

One should learn to select and then control the 
reflections which enter the mind. Selection de- 
pends upon what w^e love and attract. If we 
love the good, the beautiful and true, we shall 
attract them. Be careful to store away in the 
mind only what will help to inspire and upbuild 
a good character. After so many pictures are 
reflected upon the mind, some helpful and many 
harmful, it is very difficult to erase the harmful 
pictures, because the habit formed of giving 
them room in the mind opposes the will to have 
only the helpful. Now the helpful pictures and 
reflections are good for us, they build up a good 
character, and the harmful pictures are bad and 
build up a bad character. Therefore, the im- 
portant part of the world of mind is the effect 
the contents of the mind have on one's character. 
If a plant or any form of life lived in the shad- 
ows and never received the rays of the sun, it 
would become dwarfed and then die. So if one 
allowed the negative or harmful pictures or men- 
tal reflections to influence him, he would become 
dwarfed in spirit and become diseased. Souls 
that dwell upon sin or evil become criminals. 

The question every child will ask is what are 
harmful mental pictures? Any impressions, im- 



CHILD PSYCHOLOGY 59 

ages, reflections or pictures which give you 
wrong or evil thoughts. These pictures when 
entertained give you these bad thoughts, they 
make wrong seem right and evil seem good and 
black look like white, all of which are both un- 
natural and untrue. Let only pure, beautiful, 
lovely, noble, true images or reflections inspire 
us and our character will be as pure, beautiful, 
lively, noble and true as these images. A boy or 
girl can make no worse or more dangerous com- 
panions than bad images or thoughts. 



LESSON IX. 
For Parents and The Child 

A child should be taught and inspired by love 
which begets trust and confidence. If an ani- 
mal can be taught the wrong way, that is com- 
pelled to do certain tricks by fear of punishment, 
it can also be taught the right way to do the 
same tricks by love or kindness, which as a mat- 
ter of fact is a direct appeal to its intelligence. 
The negative of good and truth leads to harm. 
Say don't to a child and the repression of its 
nature leads to rebellion. The child may be do- 
ing something which requires rebuke, but ex- 
perience and wisdom prove that compulsion, al- 
ways inspiring fear of punishment, is not con- 
structive but destructfive in its results. Cor- 
poral or mental punishment never yet made a 
child truthful or good and many bad boys thrive 
under the cover of threats of and actual pun- 
ishment. Love wins a child's respect, and in- 
vokes self respect, honor and obedience. 

The Hindus frequently call the attention of 
parents in the Western World to the irresponsi- 
bility, disobedience, disrespect to superiors, and 



CHILD PSYCHOLOGY 61 

moral delinquency of boys and girls and they 
believe that the fault lies in the child's training. 
The training is negative or destructive and not 
positive and constructive. A child may know 
right from wrong and truth from error, but its 
own wilfulness or individuality is stronger than 
its higher, moral promptings and, as a result, 
it chooses impulsively to do what it likes rather 
than what is best. Now, if the parents claiming 
or professing unconsciously to be exemplars or 
models of behavior before their children, should 
advise the child in a constructive way what to 
do, and not what not to do, the child would for- 
get the blunt injury to its feelings, made so by 
habitual reproof, while it would gradually accept 
and follow the sweet and helpful counsel of 
thinking and doing right. Boys and girls are 
taught that there is a wrong and a right way of 
thinking and living, and yet they are not taught 
by intelligent and systematic technique how to 
form the habit or train the mind and heart, to 
follow it habitually, until it becomes a second na- 
ture. The old way, born of a false theology was 
to frighten a child into goodness. The new way 
is to show the child that he is injured by every 
thought or act of willful disobedience and stub- 
born resistance to his own highest and best in- 
terest. No amount of slack, apology or excuse 
can transform waywardness into good behavior, 



62 CHILD PSYCHOLOGY 

when once a habit to have one/s own way is 
made in the child's mind. To change any such 
tendencies in the beginning is to save the child 
a course in a school for delinquent children, or 
the criminal institution. 

Now the child has his rights, duties, and bless- 
ings — these three — and they should be respected 
both by the child and the parent. 

For instance: In order that the child may 
truly live its life, the eccentricities of its indiv- 
uality must be tolerated. A child derails from 
the conventional and conservative track quickly, 
not because it means to do so, or finds it inevi- 
table, but because it is due to the powerful ex- 
cess energy which must have a safety valve for 
escape. The parent should realize this and there 
fore not unwisely or severely reprimand or cor- 
rect the child's behavior, but in a mild, sweet, 
insistent way direct its attention to other and 
equally interesting tasks. The child will in time 
by intuition or comparison see the good of the 
parent's guidance and will begin to trust and 
confide in them. 

The child should also try to overcome and di- 
rect its impulses in channels of usefulness and 
happiness. "Don't" and "mustn't" are words 
which will become obsolete as the parent, as 
well as the child become the recognized branch 



CHILD PSYCHOLOGY 63 

and tree of the same family ideals and life. A 
child is like a monkey in that it is a wonderful 
imitator. If imitation is the sincerest flattery, 
then a parent may often see in their children 
their own minds and characters reflected. There- 
fore to scold the child because of these mimicries 
or imitations is to intensify the abnormal in the 
child. The correction should begin with the 
parent and then the reflection would need no re- 
buke or correction in the child. 

The child should be permitted to train its in- 
dividuality to the fullest. This is right, but 
it should not do so by disobeying the family 
rights to unity and systematic harmony. 

Originality should be encouraged. 

1 The child should be taught that the parent 
is its protector, support and guardian. 

2 It should be taught to love, honor and obey 
the parent. 

3 It should be taught that to love, honor and 
obey is dictated by its conscience and its own 
best interest and happiness. 

4 It should realize that under natural condi- 
tions a child can follow parental advice implic- 
itly. 

5 The child should learn early in its develop- 
ment, the meaning and story of life, especially 
that it should do a useful work. 



64 CHILD PSYCHOLOGY 

6 It should learn to be patient, kind, respon- 
sive, polite, unselfish, loving, amiable, active, 
happy and whenever impatient, cross or stub- 
born to overcome these feelings by reversing 
them, that is, becoming instantly patient, sweet 
tempered, yielding. 



LESSON X. 

Guardians of Childhood 

There is a wonderfully illustrated book, entitl- 
ed ''GUARDIANS OF THE COLUMBIA," which 
every boy and girl should read because it pic- 
turizes in a strong way, what is meant by the 
word guardian. These guardians of the Columbia 
River and basin are four tall, magnificent moun- 
tains — Mt. Hood, Mt. Adams, Mt. St. Helens and 
Mt. Rainier, with altitudes ranging from 11,000 
to 14,000 feet and over above the sea level. Even- 
boy and girl familiar with geography knows 
that the Columbia River is about 12,00 miles 
long. These mountain peaks are in the Cascade 
Range of mountains and are within approxi- 
mately fifty miles of each other. The Indians 
believed that the Great Spirit lived on these 
peaks, and Mt. Rainier bears the name Tacoma 
(pronounced Tahoma) because it means ''The 
Mountain that is God," and hence these peaks 
overlooking the river in its long course to the 
sea, watched over and guarded these waters. 

Now we all have guardian angels or spirits, 
just as we have mothers and fathers, and they 



66 CHILD PSYCHOLOGY 

live in the high altitudes of the Spiritual World, 
watching over and guarding us from all tempta- 
tion, evil and harm. Especially is this so with 
children, who need to be led and guarded, be- 
cause as it frequently happens they are not un- 
folded in knowledge and power to follow their 
own divine guidance and conscience, and need 
to be strongly impressed when in doubt as to 
what is the right thing to think and do. There 
is a picture and it is based on fact, of two chil- 
dren who innocently got into a boat and, the 
boat not being tied or anchored, drifted out 
slowly into the swift current and was about 
to be dashed over the cataracts when an angel 
appeared who guided the boat through the rap- 
ids, to save it from capsizing and also to save 
the lives of the children. This merely shows 
how these guardians are with children at their 
play and work, guarding them, so that no harm 
may come to them. Frequently children are run 
over, because they do not heed them. If children 
acquire the habit to believe and to know that 
these heavenly guardians are ever near them 
their own lives will become easier and happier. 
Herschel, the great astronomer, believed that 
every planet had an angel to guide it in its orbit, 
and when natural or spiritual law is supplement- 
ed by such guardianship as undoubtedly it is 
when science understands man's place and office 



CHILD PSYCHOLOGY 67 

in the universe, the inspiring thought of these 
guardians thrills us with new wonder and joy. 
It is all a part of the Divine Order of Providence 
who knoweth the fall of a sparrow and num- 
bers every hair of the head. 

Children should learn to think that on the 
heavenly as well as on the earthly side of life, 
guardians have a loving work to do, and because 
one's guardians are appointed, because of their 
steadfastness, fidelity, and ability to serve, they 
are chosen to minister to us. 

Just as the mountains stand day after day and 
year after year and guard the Columbia River, 
so these bright angels watch over childhood, and 
from the spiritual side of life help children in 
ways not always made known by visible and 
audible means. ''He giveth his angels charge 
over thee" is literally true, and children should 
feel, when lonely, or sad or orphaned, or when 
no one can hear their cries or feel their aches 
and pains, or understand them but themselves, 
that these sweet guardians love them, help to 
dry their tears, ease their pain, cause them to 
smile and to make their life a threshhold open- 
ing into a garden of happy realities. 



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